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Teacher Candidate: Ms. Molly Martindale_______ Subject: _ELA Dramatic Story Structure_
Grade Level: __7__ Lesson Number: ___5__

Central Focus/Overall Goal: edTPA requirement One central focus for the 3-5 lessons in the learning
segment (The central focus will differ depending on the handbook selected)
Students will be able to analyze dramatic story structure.

Learning Segment/Unit Language Function: One language function for the learning segment (edTPA prompt
requirement You may include it here for added clarity)
Unit Language Function: Analyze

State-adopted edTPA requirement Include number and text. Only include portion being assessed.
student academic 1. CCSS.ELA-Literacy.RL.7.2
content standards Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.

2.) CCSS.ELA-Literacy.RL.7.2
Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.

21st Century Skills:

Self-direction= Reflect critically on past experiences in order to inform future progress.

Accountability= Demonstrate additional attributes associated with producing high quality

products including abilities to be accountable for results.

Lesson 1. Students will be able to

Objectives/Targets/
Goals
edTPA requirement
1.) Students will be able to identify the theme of a short story.
2.) Students will be able to analyze how a theme develops throughout a
dramatic story structure.

Evidence
1. Evidence that students have achieved objective 1:
1a. Bell Ringer

2. Evidence that students have achieve objective 2:

2a. Independent Practice: Reading & Theme Questions
2b. Self-assessment

Common edTPA commentary requirement - You may include it here for added clarity and
Misconceptions/ alignment or omit from the lesson plan when submitting to Pearson
Possible Student
Errors & How they will
One of the biggest misconceptions students may have regarding theme is that isnt
be addressed
subjective to the characters in the story. Instead, a theme is universal and can apply to
anyone. (For instance, with Harry Potter, no one can really relate to a boy wizard,
however anyone can relate to feeling out of place in a new situation). Theme is also
inferred and not explicit.

One last misconception might be that theme and main idea are the same thing.
Theme is the life lesson of the story, while the main idea is what the story is about.

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This will be addressed through the conversation after the chalkboard splash, and the
completion of the guided practice (anchor chart).
Procedure
Bell Ringer: Two life lesson quotes from literature will be placed on the board
Label: Instructional
as a bell ringer for students to do when they come in.
method(s), learning
tasks, modeling,
guided practice, You never really understand a person until you consider things from his point of
scaffolding, viewUntil you climb inside of his skin and walk around in it.
independent practice, Harper Lee, To Kill a Mockingbird
activities and/or other

Label: Bell Ringer You have brains in your head.

Also may be called: You have feet in your shoes.
anticipatory set, hook, You can steer yourself
introduction, review, Any direction you choose.
Do Now, Write Now,
Dr. Seuss, Oh the Places Youll Go
Silent Starter, warm-
up
What is a theme?
What is the theme of each quote?
How can we apply these quotes to our lives?
(CSE) (CFU-Content-informal) (pre-assessment)

Hook: The teacher will ask students to create a Chalkboard Splash of theme
Label: Transitions (Academic language introduced). They can either write a definition of theme, or their
favorite theme from a book.

Transition: The teacher will ask students to stay up front after writing on the board, to
read peers responses. The teacher will guide a conversation about how theme is
implicit and broad, rather than explicit and subjective.
Label:
Accommodations for
Learning Modalities Introduction/anticipatory set:
visual, auditory, and The teacher will show the Flocabulary video about theme, with is a song about theme
kinesthetic with a repeating chorus (https://www.flocabulary.com/unit/theme/) (auditory)
(Academic language introduced). The teacher will make sure to have the subtitles on
for the video for hearing impaired students (Adaptations/Accommodations).

Transition: The teacher will group students in groups of 3-4 by using the rainbowing
Label: Checks for technique of grouping by colored shapes, creating a randomized mix of students.
Understanding:
directions, and/or
content (formal or Guided Practice: Fable Themes
informal) Students will complete an anchor chart on large chart paper comparing the main idea
of a fable, to the theme to practice both identifying theme, and naming a theme, rather
than a main idea of a story.
Students will create a T chart comparing the definition of main idea vs. theme, and
underneath write a quick synopsis of the main idea of the fable, and the theme of the
fable (Academic language practiced) (CFU-Content-informal).

Each student will be given a role in the group chart completion to ensure engagement
of all students in the guided practice (CSE) (21st Century Skills: Accountability).
Label: Evidence of
Cognitive Student Students will be up and out of their seats to complete the group work, and the teacher

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Engagement (CSE) will supply chart paper, colored markers, and the fables (kinesthetic).

The teacher will ask two students to repeat the directions of the guided practice (CFU-
Label: Academic directions).
Language
(introduced/practiced/
assessed) Transition: Students will be given notice 4-5 minutes before the end of the activity.
Students who are finished are encouraged to walk around and view peer groups
Label: anchor charts to compare.
21St Century Skills
Modeling: The teacher will demonstrate how to analyze theme over the course of a
short story, by using the SIFTING method from lesson 3, to analyze the theme in
Amigo Brothers by Piri Thomas on the overhead, highlighting important evidence.
Label: Adaptations/
Accommodations for
Transition: The teacher will ask students to take out their analyzation guides from
diverse learning
needs lesson 3 to complete the independent practice.

Independent Practice:
Label: Differentiated The teacher will hand out the independent practice, which is a reading of The Day it
Instructions (content, Rained Cockroaches by Paul Zindel, (https://docs.google.com/viewer?
process, and/or a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlYXJoYXJ0OHRoZ3JhZGVlbGF8Z3g
product 6N2U2ZGFhMmQ4OGJiZjVmYw) and a graphic organizer about analyzing theme
ability/readiness) within a dramatic story structure. The teacher will read the story aloud, students are
asked to follow along or close their eyes and listen (visual/auditory).
Label:
Interdisciplinary Skills
After reading, students will be asked to work independently to answer the analyzation
questions surrounding theme (Academic language assessed). Students can use their
SIFTING sheets, but must work independently (CSE) (CFU-content-formal).
Label: Closure
The teacher will provide sentence frames for ELL students for the independent practice
(Adaptations/Accommodations: ELL).

Closure:

Self-Assessment: Before the summative assessment, students will complete a self-

assessment rating their ability to analyze components of dramatic story structure (CSE)
(21st Century Skills: Self-direction)

The teacher will ask two students to repeat the directions of the guided practice (CFU-
directions).

Formal Assessments

Name the assessment and describe the
purpose/what is being assessed
(include related objective(s))
edTPA requirement - Informal and Formal
Assessments used to monitor student learning,
including types of assessment and what is being
assessed
1a. Bell ringer: The bell ringer will pre-assess
student understanding the definition of theme and
how to identify and explain a theme.
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Evaluation Criteria and Feedback Method
edTPA COMMENTARY requirement -You may include
it here for added clarity and alignment or omit from the
lesson plan when submitting to Pearson.
1a. The bell ringer will be used as a pre-assessment
and will only be graded on completion. However, the
teacher will provide criterion feedback on students
ability to identify and correctly define, identify, and
explain a theme.
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2a. Independent Practice: Reading & Graphic
Organizer: The independent practice will formally
assess students understanding of analyzing theme
and how it develops over the course of the
dramatic story structure arc. It will also be used to
review some of the other aspects of the unit plan,
including identifying story structure components,
using explicit and implicit evidence, and
analyzation of dramatic story structure.
2b. Self-assessment: The self-assessment will be
used as a formative assessment of students ability
to assess their individual learning for the entire unit.
It will also help to clarify any student
misconceptions before the summative assessment.
2a. The independent practice graphic organizer has 5
sections and each section is worth 20 points. Section
2, where students must identify the dramatic story
components, will have each part (5) worth 4 points
each. Points will be taken off for incomplete thoughts,
incorrect answers, or responses that are not supported
with implicit or explicit evidence.
2b. The self-assessment will be graded using a check
system. Check plus (100) will be awarded to students
where effort is evident and students are actively
invested in the self-reflection process by answering all
questions and reflecting on their learning. A check (85)
will be given to students who complete the self-
assessment but arent reflecting on the entire unit. A
check minus (70) will be given to students who didnt
take the self-assessment seriously, leave answers
blank, dont reflect on the entire unit, and dont specify
the detailed reflection questions on the bottom on the
assessment.
Narrative and criterion feedback will be given to
students after completion of the self-assessment to
clear up any misconceptions and identify student
strengths before the summative assessment.

Academic Language Academic Language: edTPA COMMENTARY requirement except for World
required for the lesson Languages. You may include it here and in the procedure for added clarity and
alignment or omit from the lesson plan when submitting to Pearson.
How will the language be
introduced, practiced, &
assessed? Academic language required: Theme, Analyze, Identify, and Dramatic Story
Structure Elements (Lesson 1 vocabulary)

Introduced: The new vocabulary word theme will be introduced during the bell
ringer, when students define theme and analyze a quote, and it will also be
introduced during the hook/chalkboard splash, where students either write the
definition of theme, or discuss a theme of their favorite story/movie etc. Lastly,
theme will be introduced during the Flocabulary video.

Practiced: The academic language will be practiced during the anchor chart
completion/guided practice when students compare the main idea of a fable, to the
theme of a fable.

Assessed: The academic language will be assessed during the independent

practice where students analyze how the theme of the short story The Day it
Rained Cockroaches by Paul Zindel, develops over the course of the dramatic
story structure.

Instructional Resources/ edTPA requirement Instructional resources and materials used to engage
Materials students in learning

Chart paper, Colored markers, The Day it Rained Cockroaches story,

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Independent Practice graphic organizer, Fables handout, Amigo Brothers by Piri

Thomas, Self-assessment, Bell ringer, Chalk, Flocabulary video, SIFTING method
handout

Research and/or Theory edTPA COMMENTARY requirement. You may include it here for added clarity and
Supporting Instructional alignment or omit from the lesson plan when submitting to Pearson.
Decisions
1.) Self-assessment: UDL Guideline 9.3: Develop self-assessment and
reflection= Students are asked to take a moment to reflect on their ability
to analyze, and their personal performance during the unit.

2.) Anchor Chart: Fables: Marzano Cooperative Learning: Students are

working together to read the fables and compare the main idea versus the
theme. Students are collaboratively creating the charts.

Students are also comparing (main idea and theme) during this activity
using a graphic organization tool (Anchor Chart) which is a Marzano
strategy of Identifying Similarities and Differences.
Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2017 includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright 2016 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corw

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